Paulo_Freiere_Responce_Pedagogy_of_the_Oppressed

The viewing of reality is singular and multiple in nature, where as it can be viewed for either side from many different angles by which our definitions of the world can be drastically different. Most overall views of reality form to the banking-concepts definitions of reality where a fact is a fact and cannot be questioned thereby were reinforcing the oppressive nature of this dehumanizing method of education. Alternatively there is another way of viewing the world as a place to reinvent one’s self, one’s view of reality, and one’s overall concept of other’s realities. Know as the problem-solving method posed by Paulo Freire in his well argued Pedagogy of The Oppressed, in which he states: “Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence.” This violence is the basis for the banking-concept’s pillars of enslavement that use themselves to asphyxiate the human soul and makes us all less human. Some will agree completely against Freire's ideas, these “mammals” are working for the interest of the oppressors and their agenda in making us a more docile and controllable species. Then there are in contrast those whom will agree that there needs to be a huge change in the way we educate the future generations of humans to be more critical of the world and its educators to better grasp the foundations for a forward momentum of social thinking, human consciousness, and the awareness of the collective worldly consciousness. Being toward Freire’s liberation problem solving method pits my personal feelings against those of the banking concept. The banking-concept, when presented by the well intentioned “absolutely” justified bank-clerk educator to the “absolutely” ignorant student, poses that reality is motionless, stagnant in its static existence, and makes its way predictably through a compartmentalized field of so called “collective consciousness” that this concept tries to rob from the human beings it seeks to educate or “fill”. The concept itself is plagued by a “narration sickness” whereby in the educator “fills” the meekly receptacle meat units download, integrate, and return the “facts” back to the teacher. Like Freire I see this as a violent act against the soul of the seeker of the knowledge, because he or she is not only being robbed, violently for that matter, of his or her ability to ask why and critically view his or her own world or transpose themselves into another’s world for that matter nor are they truly “informed” since they never really ask what four times four means but just memorize that to equals sixteen. It stands to reason that the banking concept then as defined, in my opinion, is not only used but the chosen method of the dehumanistic oppressors that want us all kept dull, dumb, and under control. Insuring that everyone everywhere whether it be a poor person from America or a poor person from Russia, or any other country for that matter, say when polled about if every man and woman were to magically disappear, would there be a world' Undoubtedly, a statistically significant number of those “poor” persons would say in response that since there is man nor woman to say that it was a world then by this account would have no world, to mention nothing of the trees, birds, insects, mammals, fish, and other animals sharing our realities with us. This is my opinion is a sad yet true occurrence that only serves the oppressor’s need in “changing the consciousness of the oppressed, not the situation which oppressed them,” teach meat units to adapt to a situation that they set forth thereby making them easier and at the same time more dominated. The banking concept is only the tool by which the oppressors manage their social control orders to the human condition. The worst part of the banking concept in my personal outlook is that it is a violent, critical thinking stifling, view of reality that doesn’t see it as constantly undergoing transformation and disallowing being a fully historical human being. Paulo Freire states in his timeless work Pedagogy of the Oppressed, “only through communication can human life hold meaning . . . . . Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication.” This means that the only path to true knowing that true learning did take place, not the depository sort associated with the banking-concept, is when the traditional dichotomy of the teacher and the student shifts from a singular absolute and justified sense of being to a duelist nature in which not only are the teachers learning as well as the students but the student themselves teach the teachers in ways only a student could. Once the ground has been laid this form of education can be used to liberate the minds and souls of those whom it is in the interest of others to oppress and the oppressors of the aforementioned persons. This will not come through individual self-education but rather to achieve the full historical vocation of humans we need solidarity and fellowship with our fellow teacher-students and student-teachers which in its nature is an environment of equals where learning routinely takes place and is the path to being a “full” human, in the banking concept this is impossible due to the fact that in the relationship between the oppressors and the oppressed cannot harbor these feelings of equality and a duelist role of education rather than a linear progression of downloaded, selective education. The problem solving method teaches us for example that after being informed as an adult in the current banking-concept model, in dealing with vital questions as to “whether Roger gave green grass to the goat” and the insistence that this information and the gathering of it is absolutely important will leads the critical thinker to pose and be completely correct and absolutely wrong at the same time that “Roger gave green grass to the rabbit”. With the problem-solving method you becoming a questioner of how things work rather than just an accepting “automaton” and can view the world, society, and the collective-consciousness as a dynamic ever changing, free-flowing entity that we are extremely lucky to get the pleasure of sharing with the simpler forms of eloquent life. Upon reading the social commentary writings of Freire, I would have to completely agree with him that the current banking-concept does not to liberate the human mind and strives to enslave us all to its conformistic nature. The only way to make a change in the current system though, as suggested in Freire’s works also that only a revolutionary society can effectively educate and in doing so turn the equal member of society into a more “fully” formed human being. As Paulo Friere lived in the duelist worlds of outward upward mobility and humble bottom living, his experiences in the education world are invaluable, and one could hardly put a price on such insights. He suggest that we change everything, anything I tend to want to agree that under that perfect conditions this could be the purest form of learning a “full” human being could ever encounter and intertwine themselves in as a learning situation. But being a realist I see that to do this would be to go against the interested of those whom oppress us, and this is their business, the violence against their brother’s and sister’s hearts and minds. To try and topple this infrastructure would force a large decrease in the annual revenue of those who bank on the banking-concept, for example the textbook printers, sellers, distributers, re-sellers, writers, and editors bank on the current downloadable system of knowledge because it is profitable to assume the student is absolutely ignorant thereby making it easier to sell thing to him or her for the “educational” purposes of integrating a person in the meat unit social network of oppression. These same implications can be established with every other facet of the oppression machine which means that billions if not trillions of dollars annually and all over the world are made, deposited, invested and interest accrued on the dehumanization of others by our own enslaved brothers and sisters. I also do not think that there can be a grey area of a half baking-concept or half problem solving education system, this would just further the oppressed and oppressors distance between each other. We must become fully critical of the world at large and the reality of our own personal perception and the perceptions of those around us, because without understanding our solidarity comrades we cannot ourselves being “fully” human because we would lacking the understanding to do so. The changing of reality whether it is personal or collectively global reality is the proof of Paulo Freire’s problem solving method in regular practice, can and will work. By denouncing the banking-concept which by its definition seeks to deposit “knowledgeable” facts to the meekly listening receptacle meat units, we can achieve our historical vocation of being “fully” human and being a part of a collective-consciousness network of teacher-students and student-teachers engaging in the purest forms of education in the forest below the “ivory tower of isolation” that seems to plague the banking-concept’s even most well-intentioned bank-clerks. There is no right or wrong there is only human and the loving of the organic things and the integration into the organic networks that surround us at every turn and in contrast there is also the non-human or the love of everything inorganic and the lust for mechanic understanding and mastery of the world for the purposes of “domesticating” your personal or other’s realities for them. Pick a side or forever be sweep away to the ages, whether it be for or against Freire’s words and methods you must remember the true historical goal of the species of homo-homo- sapiens is produce offspring that is smarter and better suited to survival in the collective-consciousness’s network of organic beings. Personally I would want nothing less that to know that we are producing critically thinking humans that are smarter than ourselves and maybe this organic network we humans call earth can be saved from the oppressive nature of our inherent actions upon the organic components of the biggest organic network we know with a so-called collective-consciousness.